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Abstract: The article deals with the content and structure of ethno-pedagogical competence of the teacher. The topic of the article is devoted to the problem of training teachers for teaching in a multicultural community. The purpose of this article is to give a definition of ethno-pedagogical competence of teachers, to examine its structure and substantiate the content of the distinguished components. It is revealed that ethno-pedagogical competence as a characteristic of the teacher's professionalism may be considered not only in a narrow national-regional aspect, but also more widely as a professional feature of the teacher working in a multicultural community. The article gives the definition of ethno-pedagogical competence as an integrative quality of a personality, describing its willingness and ability to perform the functions of training, upbringing and development of students in the multicultural composition of the subjects of professional activity (teachers, pupils and their parents; multicultural children's groups) on the basis of knowledge (social psychology, ethno-psychology, ethno-pedagogy), skills (to determine the specificity of cultures, to interpret the behaviors of students, to use culturally appropriate methods of pedagogical interaction), value oriented attitude and interest in other cultures and formed personal qualities (tolerance, empathy). The article defines the structural elements of this competence: motivational-personal, cognitive and activity-behavioral components, and substantiates and describes the content of these components.